DISCIPLINE SPECIFIC COURSE MODEL
Grade Seven –
Life Sciences
Standards Arranged by
Disciplinary Core Ideas
California Department of Education
Clarification statements were
created by the writers of NGSS
to supply examples or additional
clarification to the performance
expectations and assessment
boundary statements.
*The performance
expectations marked
with an asterisk integrate
traditional science
content with engineering
through a Practice or
Disciplinary Core Idea.
**California clarification
statements, marked
with double asterisks,
were incorporated by
the California Science
Expert Review Panel.
***Multiple DCIs show
supplemental DCIs with three
asterisks at the end of the
DCI description. These are
core ideas from other science
disciplines that are important
to understanding the DCI.
The section titled “Disciplinary
Core Ideas” is reproduced
verbatim from A Framework
for K–12 Science Education:
Practices, Crosscutting
Concepts, and Core Ideas.
Revised March 2015.
MS-LS1 From Molecules to Organisms: Structures and Processes
MS-LS1 From Molecules to Organisms: Structures and Processes
Students who demonstrate understanding can:
MS-LS1-1.
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. [Clarification
Statement: Emphasis is on developing evidence that living things (**including Bacteria, Archaea, and Eukarya) are made of cells, distinguishing between
living and non-living things, and understanding that living things may be made of one cell or many and varied cells. **Viruses, while not cells, have features
that are both common with, and distinct from, cellular life.]
MS-LS1-2.
Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. [Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell
membrane, and cell wall.] [Assessment Boundary: Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane.
Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical function of
cells or cell parts.]
MS-LS1-3.
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement:
Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could
include the interaction of subsystems within a system and the normal functioning of those systems.] [Assessment Boundary: Assessment does not include
the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous
systems.]
Grade Seven: Discipline Specific Course Model
Grade-Level Standards | 177
MS-LS1 From Molecules to Organisms: Structures and Processes
MS-LS1-4.
MS-LS1-5.
MS-LS1-8.
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized
plant structures affect the probability of successful reproduction of animals and plants respectively. [Clarification Statement: Examples of behaviors that
affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and
vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction
could include transferring pollen or seeds; and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.]
Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large
breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing
plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small
ponds.] [Assessment Boundary: Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.]
Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. [Assessment Boundary: Assessment does not include mechanisms for the transmission of this information.]
The performance expectation(s) above were developed using the following elements from the National Research Council (NRC) document A Framework for K–12 Science
Education:
Science and Engineering Practices
Developing and Using Models
Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to
describe, test, and predict more abstract phenomena
and design systems.
§ Develop and use a model to describe phenomena.
(MS-LS1-2)
Planning and Carrying Out Investigations
Planning and carrying out investigations in 6–8 builds
on K–5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or solutions.
Disciplinary Core Ideas
Crosscutting Concepts
LS1.A: Structure and Function
Cause and Effect
§ All living things are made up of cells. A cell is the
§ Cause and effect relationships may be used to presmallest unit that can be said to be alive. An organdict phenomena in natural systems. (MS-LS1-8)
§ Phenomena may have more than one cause, and
ism may consist of one single cell (unicellular) or
some cause and effect relationships in systems can
many different numbers and types of cells (multicelonly be described using probability. (MS-LS1-4),
lular). (MS-LS1-1)
§ Within cells, special structures are responsible for
(MS-LS1-5)
particular functions, and the cell membrane forms
Scale, Proportion, and Quantity
§ Phenomena that can be observed at one scale may
the boundary that controls what enters and leaves
not be observable at another scale. (MS-LS1-1)
the cell. (MS-LS1-2)
Systems and System Models
§ Systems may interact with other systems; they may
have sub-systems and be a part of larger complex
systems. (MS-LS1-3)
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel.
***Multiple DCIs show supplemental DCIs with three asterisks at the end of the DCI description. These are core ideas from other science disciplines that are important to understanding the DCI.
The section titled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.
178 | Grade-Level Standards
Grade Seven: Discipline Specific Course Model
MS-LS1 From Molecules to Organisms: Structures and Processes
§ Conduct an investigation to produce data to serve
as the basis for evidence that meet the goals of an
investigation. (MS-LS1-1)
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions
in 6–8 builds on K–5 experiences and progresses
to include constructing explanations and designing
solutions supported by multiple sources of evidence
consistent with scientific knowledge, principles, and
theories.
§ Construct a scientific explanation based on valid and reliable evidence obtained from sources
(including the students’ own experiments) and the
assumption that theories and laws that describe the
natural world operate today as they did in the past
and will continue to do so in the future. (MS-LS1-5)
Engaging in Argument from Evidence
Engaging in argument from evidence in 6–8 builds
on K–5 experiences and progresses to constructing a
convincing argument that supports or refutes claims for
either explanations or solutions about the natural and
designed world(s).
§ Use an oral and written argument supported by
evidence to support or refute an explanation or a
model for a phenomenon. (MS-LS1-3)
§ Use an oral and written argument supported by empirical evidence and scientific reasoning to support
or refute an explanation or a model for a phenomenon or a solution to a problem. (MS-LS1-4)
§ In multicellular organisms, the body is a system of
multiple interacting subsystems. These subsystems
are groups of cells that work together to form tissues
and organs that are specialized for particular body
functions. (MS-LS1-3)
LS1.B: Growth and Development of Organisms
§ Animals engage in characteristic behaviors that
increase the odds of reproduction. (MS-LS1-4)
§ Plants reproduce in a variety of ways, sometimes
depending on animal behavior and specialized
features for reproduction. (MS-LS1-4)
§ Genetic factors as well as local conditions affect the
growth of the adult plant. (MS-LS1-5)
LS1.D: Information Processing
§ Each sense receptor responds to different inputs
(electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells
to the brain. The signals are then processed in the
brain, resulting in immediate behaviors or memories.
(MS-LS1-8)
Structure and Function
§ Complex and microscopic structures and systems
can be visualized, modeled, and used to describe
how their function depends on the relationships
among its parts, therefore complex natural and
designed structures/systems can be analyzed to
determine how they function. (MS-LS1-2)
Connections to Engineering, Technology, and
Applications of Science
Interdependence of Science, Engineering, and
Technology
§ Engineering advances have led to important discoveries in virtually every field of science, and scientific
discoveries have led to the development of entire
industries and engineered systems. (MS-LS1-1)
Connections to Nature of Science
Science is a Human Endeavor
§ Scientists and engineers are guided by habits of
mind such as intellectual honesty, tolerance of
ambiguity, skepticism, and openness to new ideas.
(MS-LS1-3)
*T he performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel.
***Multiple DCIs show supplemental DCIs with three asterisks at the end of the DCI description. These are core ideas from other science disciplines that are important to understanding the DCI.
The section titled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.
Grade Seven: Discipline Specific Course Model
Grade-Level Standards | 179
MS-LS1 From Molecules to Organisms: Structures and Processes
Obtaining, Evaluating, and Communicating Information
Obtaining, evaluating, and communicating information
in 6–8 builds on K–5 experiences and progresses to
evaluating the merit and validity of ideas and methods.
§ Gather, read, and synthesize information from multiple appropriate sources and assess the credibility,
accuracy, and possible bias of each publication and
method used, and describe how they are supported
or not supported by evidence. (MS-LS1-8)
California Environmental Principles and Concepts aligned to the CA NGSS: (MS-LS1-4), (MS-LS1-5)
Principle II: The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.
Principle IV: The exchange of matter between natural systems and human societies affects the long-term functioning of both.
Connections to other DCIs in this grade-band: MS.LS2.A (MS-LS1-4), (MS-LS1-5); MS.LS3.A (MS-LS1-2)
Articulation to DCIs across grade-bands: 3.LS1.B (MS-LS1-4), (MS-LS1-5); 3.LS3.A (MS-LS1-5); 4.LS1.A (MS-LS1-2); 4.LS1.D (MS-LS1-8); HS.LS1.A (MS-LS1-1), (MSLS1-2), (MS-LS1-3), (MS-LS1-8); HS.LS2.A (MS-LS1-4), (MS-LS1-5); HS.LS2.D (MS-LS1-4)
*T he performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel.
***Multiple DCIs show supplemental DCIs with three asterisks at the end of the DCI description. These are core ideas from other science disciplines that are important to understanding the DCI.
The section titled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.
180 | Grade-Level Standards
Grade Seven: Discipline Specific Course Model
MS-LS1 From Molecules to Organisms: Structures and Processes
California Common Core State Standards Connections:
ELA/Literacy –
RST.6–8.1
Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-3), (MS-LS1-4), (MS-LS1-5)
RST.6–8.2
Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. (MS-LS1-5)
RI.6.8
Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
(MS-LS1-3), (MS-LS1-4)
WHST.6–8.1.a–e Write arguments focused on discipline-specific content. (MS-LS1-3), (MS-LS1-4)
WHST.6–8.2.a–f Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. (MS-LS1-5)
WHST.6–8.7
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related,
focused questions that allow for multiple avenues of exploration. (MS-LS1-1)
WHST.6–8.8
Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
CA (MS-LS1-8)
WHST.6–8.9
Draw evidence from informational texts to support analysis, reflection, and research. (MS-LS1-5)
SL.8.5
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-LS1-2)
Mathematics –
6.EE.9
Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity,
thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed,
list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time. (MS-LS1-1),
(MS-LS1-2), (MS-LS1-3)
6.SP.2
Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
(MS-LS1-4), (MS-LS1-5)
6.SP.4
Display numerical data in plots on a number line, including dot plots, histograms, and box plots. (MS-LS1-4), (MS-LS1-5)
*T he performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel.
***Multiple DCIs show supplemental DCIs with three asterisks at the end of the DCI description. These are core ideas from other science disciplines that are important to understanding the DCI.
The section titled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.
Grade Seven: Discipline Specific Course Model
Grade-Level Standards | 181
MS-LS1 From Molecules to Organisms: Structures and Processes
MS-LS1 From Molecules to Organisms: Structures and Processes
Students who demonstrate understanding can:
MS-LS1-6.
Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
[Clarification Statement: Emphasis is on tracing movement of matter and flow of energy.] [Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis.]
Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this
MS-LS1-7.
matter moves through an organism. [Clarification Statement: Emphasis is on describing that molecules are broken apart and put back together and that in
this process, energy is released.] [Assessment Boundary: Assessment does not include details of the chemical reactions for photosynthesis or respiration.]
The performance expectation(s) above were developed using the following elements from the NRC document A Framework for K–12 Science Education:
Science and Engineering Practices
Developing and Using Models
Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to
describe, test, and predict more abstract phenomena
and design systems.
§ Develop a model to describe unobservable mechanisms. (MS-LS1-7)
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions
in 6–8 builds on K–5 experiences and progresses
to include constructing explanations and designing
solutions supported by multiple sources of evidence
consistent with scientific knowledge, principles, and
theories.
§ Construct a scientific explanation based on valid and reliable evidence obtained from sources
(including the students’ own experiments) and the
assumption that theories and laws that describe the
natural world operate today as they did in the past
and will continue to do so in the future. (MS-LS1-6)
Disciplinary Core Ideas
Crosscutting Concepts
LS1.C: Organization for Matter and Energy Flow in
Energy and Matter
Organisms
§ Matter is conserved because atoms are conserved
§ Plants, algae (including phytoplankton), and many
in physical and chemical processes. (MS-LS1-7)
microorganisms use the energy from light to make
§ Within a natural system, the transfer of energy drives
sugars (food) from carbon dioxide from the atmothe motion and/or cycling of matter. (MS-LS1-6)
sphere and water through the process of photosynthesis, which also releases oxygen. These sugars can
be used immediately or stored for growth or later
use. (MS-LS1-6)
***Supplemental DCI PS1.A, PS1.B and grade 5
PS3.D
§ Within individual organisms, food moves through
a series of chemical reactions in which it is broken
down and rearranged to form new molecules, to
support growth, or to release energy. (MS-LS1-7)
PS3.D: Energy in Chemical Processes and Everyday
Life
§ The chemical reaction by which plants produce
complex food molecules (sugars) requires an energy
input (i.e., from sunlight) to occur. In this reaction,
*T he performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel.
***Multiple DCIs show supplemental DCIs with three asterisks at the end of the DCI description. These are core ideas from other science disciplines that are important to understanding the DCI.
The section titled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.
182 | Grade-Level Standards
Grade Seven: Discipline Specific Course Model
MS-LS1 From Molecules to Organisms: Structures and Processes
Connections to Nature of Science
Scientific Knowledge is Based on Empirical Evidence
§ Science knowledge is based upon logical connections between evidence and explanations. (MSLS1-6)
carbon dioxide and water combine to form carbon-based organic molecules and release oxygen.
(secondary to MS-LS1-6)
§ Cellular respiration in plants and animals involve
chemical reactions with oxygen that release stored
energy. In these processes, complex molecules
containing carbon react with oxygen to produce
carbon dioxide and other materials. (secondary to
MS-LS1-7)
California Environmental Principles and Concepts aligned to the CA NGSS: (MS-LS1-6)
Principle II: The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.
Principle IV: The exchange of matter between natural systems and human societies affects the long-term functioning of both.
Connections to other DCIs in this grade-band: MS.PS1.B (MS-LS1-6), (MS-LS1-7); MS.ESS2.A (MS-LS1-6)
Articulation to DCIs across grade-bands: 5.PS3.D (MS-LS1-6), (MS-LS1-7); 5.LS1.C (MS-LS1-6), (MS-LS1-7); 5.LS2.A (MS-LS1-6); 5.LS2.B (MS-LS1-6), (MS-LS1-7);
HS.PS1.B (MS-LS1-6), (MS-LS1-7); HS.LS1.C (MS-LS1-6), (MS-LS1-7); HS.LS2.B (MS-LS1-6), (MS-LS1-7); HS.ESS2.D (MS-LS1-6)
California Common Core State Standards Connections:
ELA/Literacy –
RST.6–8.1
Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-6)
RST.6–8.2
Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. (MS-LS1-6)
WHST.6–8.2.a–f Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. (MS-LS1-6)
WHST.6–8.9
Draw evidence from informational texts to support analysis, reflection, and research. (MS-LS1-6)
SL.8.5
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-LS1-7)
Mathematics –
6.EE.9
Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity,
thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. (MS-LS1-6)
*T he performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel.
***Multiple DCIs show supplemental DCIs with three asterisks at the end of the DCI description. These are core ideas from other science disciplines that are important to understanding the DCI.
The section titled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.
Grade Seven: Discipline Specific Course Model
Grade-Level Standards | 183
MS-LS2 Ecosystems: Interactions, Energy, and Dynamics
MS-LS2 Ecosystems: Interactions, Energy, and Dynamics
Students who demonstrate understanding can:
MS-LS2-1.
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. [Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in
ecosystems during periods of abundant and scarce resources.]
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. [Clarification Statement: Emphasis is on
MS-LS2-2.
predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of
ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.]
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. [Clarification Statement: Emphasis
MS-LS2-3.
is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system.] [Assessment Boundary: Assessment does not include the use of chemical reactions to describe the processes.]
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [ClarifiMS-LS2-4.
cation Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical
evidence supporting arguments about changes to ecosystems.]
Evaluate competing design solutions for maintaining biodiversity and ecosystem services.* [Clarification Statement: Examples of ecosystem services could
MS-LS2-5.
include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and
social considerations.]
The performance expectation(s) above were developed using the following elements from the NRC document A Framework for K–12 Science Education:
Science and Engineering Practices
Developing and Using Models
Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to
describe, test, and predict more abstract phenomena
and design systems.
§ Develop a model to describe phenomena. (MSLS2-3)
Disciplinary Core Ideas
Crosscutting Concepts
LS2.A: Interdependent Relationships in Ecosystems
Patterns
§ Organisms, and populations of organisms, are
§ Patterns can be used to identify cause and effect
dependent on their environmental interactions both
relationships. (MS-LS2-2)
with other living things and with nonliving factors.
Cause and Effect
§ Cause and effect relationships may be used to
(MS-LS2-1)
predict phenomena in natural or designed systems.
***Supplemental DCI PS1.B
§ In any ecosystem, organisms and populations with
(MS-LS2-1)
similar requirements for food, water, oxygen, or other Energy and Matter
§ The transfer of energy can be tracked as energy
resources may compete with each other for limited
flows through a natural system. (MS-LS2-3)
resources, access to which consequently constrains
their growth and reproduction. (MS-LS2-1)
*T he performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel.
***Multiple DCIs show supplemental DCIs with three asterisks at the end of the DCI description. These are core ideas from other science disciplines that are important to understanding the DCI.
The section titled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.
184 | Grade-Level Standards
Grade Seven: Discipline Specific Course Model
MS-LS2 Ecosystems: Interactions, Energy, and Dynamics
Analyzing and Interpreting Data
Analyzing data in 6–8 builds on K–5 experiences
and progresses to extending quantitative analysis to
investigations, distinguishing between correlation and
causation, and basic statistical techniques of data and
error analysis.
§ Analyze and interpret data to provide evidence for
phenomena. (MS-LS2-1)
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions
in 6–8 builds on K–5 experiences and progresses
to include constructing explanations and designing
solutions supported by multiple sources of evidence
consistent with scientific ideas, principles, and theories.
§ Construct an explanation that includes qualitative
or quantitative relationships between variables that
predict phenomena. (MS-LS2-2)
Engaging in Argument from Evidence
Engaging in argument from evidence in 6–8 builds
on K–5 experiences and progresses to constructing a
convincing argument that supports or refutes claims for
either explanations or solutions about the natural and
designed world(s).
§ Construct an oral and written argument supported
by empirical evidence and scientific reasoning to
support or refute an explanation or a model for
a phenomenon or a solution to a problem. (MSLS2-4)
§ Evaluate competing design solutions based on
jointly developed and agreed-upon design criteria.
(MS-LS2-5)
§ Growth of organisms and population increases are
limited by access to resources. (MS-LS2-1)
§ Similarly, predatory interactions may reduce the
number of organisms or eliminate whole populations
of organisms. Mutually beneficial interactions, in
contrast, may become so interdependent that each
organism requires the other for survival. Although
the species involved in these competitive, predatory, and mutually beneficial interactions vary
across ecosystems, the patterns of interactions of
organisms with their environments, both living and
nonliving, are shared. (MS-LS2-2)
LS2.B: Cycle of Matter and Energy Transfer in
Ecosystems
§ Food webs are models that demonstrate how matter
and energy is transferred between producers,
consumers, and decomposers as the three groups
interact within an ecosystem. Transfers of matter into
and out of the physical environment occur at every
level. Decomposers recycle nutrients from dead
plant or animal matter back to the soil in terrestrial
environments or to the water in aquatic environments. The atoms that make up the organisms in an
ecosystem are cycled repeatedly between the living
and nonliving parts of the ecosystem. (MS-LS2-3)
***Supplemental DCI PS1.B, ESS2.A
LS2.C: Ecosystem Dynamics, Functioning, and
Resilience
§ Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical
or biological component of an ecosystem can lead
to shifts in all its populations. (MS-LS2-4)
Stability and Change
§ Small changes in one part of a system might cause
large changes in another part. (MS-LS2-4), (MSLS2-5)
Connections to Engineering, Technology, and
Applications of Science
Influence of Science, Engineering, and Technology on
Society and the Natural World
§ The use of technologies and any limitations on
their use are driven by individual or societal needs,
desires, and values; by the findings of scientific
research; and by differences in such factors as climate, natural resources, and economic conditions.
Thus technology use varies from region to region
and over time. (MS-LS2-5)
Connections to Nature of Science
Scientific Knowledge Assumes an Order and
Consistency in Natural Systems
§ Science assumes that objects and events in natural
systems occur in consistent patterns that are understandable through measurement and observation.
(MS-LS2-3)
Science Addresses Questions About the Natural and
Material World
§ Science knowledge can describe consequences
of actions but does not necessarily prescribe the
decisions that society takes. (MS-LS2-5)
*T he performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel.
***Multiple DCIs show supplemental DCIs with three asterisks at the end of the DCI description. These are core ideas from other science disciplines that are important to understanding the DCI.
The section titled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.
Grade Seven: Discipline Specific Course Model
Grade-Level Standards | 185
MS-LS2 Ecosystems: Interactions, Energy, and Dynamics
Connections to Nature of Science
Scientific Knowledge is Based on Empirical Evidence
§ Science disciplines share common rules of obtaining and evaluating empirical evidence. (MS-LS2-4)
§ Biodiversity describes the variety of species found
in Earth’s terrestrial and oceanic ecosystems. The
completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health.
(MS-LS2-5)
***Supplemental DCI PS1.B, ESS3.A, ESS3.C
LS4.D: Biodiversity and Humans
§ Changes in biodiversity can influence humans’
resources, such as food, energy, and medicines, as
well as ecosystem services that humans rely on—for
example, water purification and recycling. (secondary to MS-LS2-5)
ETS1.B: Developing Possible Solutions
§ There are systematic processes for evaluating
solutions with respect to how well they meet the
criteria and constraints of a problem. (secondary to
MS-LS2-5)
California Environmental Principles and Concepts aligned to the CA NGSS: (MS-LS2-1), (MS-LS2-3), (MS-LS2-4), (MS-LS2-5)
Principle I: The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services.
Principle II: The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.
Principle III: Natural systems proceed through cycles that humans depend upon, benefit from, and can alter.
Principle IV: The exchange of matter between natural systems and human societies affects the long-term functioning of both.
Principle V: Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.
Connections to other DCIs in this grade-band: MS.PS1.B (MS-LS2-3); MS.LS1.B (MS-LS2-2); MS.LS4.C (MS-LS2-4); MS.LS4.D (MS-LS2-4); MS.ESS2.A (MS-LS2-3), (MSLS2-4); MS.ESS3.A (MS-LS2-1), (MS-LS2-4); MS.ESS3.C (MS-LS2-1), (MS-LS2-4), (MS-LS2-5)
Articulation across grade-bands: 1.LS1.B (MS-LS2-2); 3.LS2.C (MS-LS2-1), (MS-LS2-4); 3.LS4.D (MS-LS2-1), (MS-LS2-4); 5.LS2.A (MS-LS2-1), (MS-LS2-3); 5.LS2.B
(MS-LS2-3); HS.PS3.B (MS-LS2-3); HS.LS1.C (MS-LS2-3); HS.LS2.A (MS-LS2-1), (MS-LS2-2), (MS-LS2-5); HS.LS2.B (MS-LS2-2), (MS-LS2-3); HS.LS2.C (MS-LS2-4),
(MS-LS2-5); HS.LS2.D (MS-LS2-2); HS.LS4.C (MS-LS2-1), (MS-LS2-4); HS.LS4.D (MS-LS2-1), (MS-LS2-4), (MS-LS2-5); HS.ESS2.A (MS-LS2-3); HS.ESS2.E (MS-LS2-4);
HS.ESS3.A (MS-LS2-1), (MS-LS2-5); HS.ESS3.B (MS-LS2-4); HS.ESS3.C (MS-LS2-4), (MS-LS2-5); HS.ESS3.D (MS-LS2-5)
*T he performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel.
***Multiple DCIs show supplemental DCIs with three asterisks at the end of the DCI description. These are core ideas from other science disciplines that are important to understanding the DCI.
The section titled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.
186 | Grade-Level Standards
Grade Seven: Discipline Specific Course Model
MS-LS2 Ecosystems: Interactions, Energy, and Dynamics
California Common Core State Standards Connections:
ELA/Literacy –
RST.6–8.1
Cite specific textual evidence to support analysis of science and technical texts. (MS-LS2-1), (MS-LS2-2), (MS-LS2-4)
RST.6–8.7
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-LS2-1)
RST.6–8.8
Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. (MS-LS2-5)
RI.8.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient;
recognize when irrelevant evidence is introduced. (MS-LS-4), (MS-LS2-5)
WHST.6–8.1.a–e Write arguments focused on discipline-specific content. (MS-LS2-4)
WHST.6–8.2.a–f Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. (MS-LS2-2)
WHST.6–8.9
Draw evidence from literary or informational texts to support analysis, reflection, and research. (MS-LS-2), (MS-LS2-4)
SL.8.1.a–d
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and
issues, building on others’ ideas and expressing their own clearly. (MS-LS2-2)
SL.8.4
Present claims and findings (e.g., argument, narrative, response to literature presentations), emphasizing salient points in a focused, coherent manner
with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. CA
a. Plan and present a narrative that: establishes a context and point of view, presents a logical sequence, uses narrative techniques (e.g., dialogue,
pacing, description, sensory language), uses a variety of transitions, and provides a conclusion that reflects the experience. CA (MS-LS2-2)
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-LS2-3)
SL.8.5
Mathematics –
MP.4
Model with mathematics. (MS-LS2-5)
6.RP.3.a–d
Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double
number line diagrams, or equations. (MS-LS2-5)
6.EE.9
Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity,
thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed,
list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time. (MS-LS2-3)
6.SP.5.a–d
Summarize numerical data sets in relation to their context. (MS-LS2-2)
*T he performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel.
***Multiple DCIs show supplemental DCIs with three asterisks at the end of the DCI description. These are core ideas from other science disciplines that are important to understanding the DCI.
The section titled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.
Grade Seven: Discipline Specific Course Model
Grade-Level Standards | 187
MS-LS3 Heredity: Inheritance and Variation of Traits
MS-LS3 Heredity: Inheritance and Variation of Traits
Students who demonstrate understanding can:
MS-LS3-1.
Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. [Clarification Statement: Emphasis is on conceptual understanding that
changes in genetic material may result in making different proteins.] [Assessment Boundary: Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations.]
The performance expectation(s) above were developed using the following elements from the NRC document A Framework for K–12 Science Education:
Science and Engineering Practices
Developing and Using Models
Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to
describe, test, and predict more abstract phenomena
and design systems.
§ Develop and use a model to describe phenomena.
(MS-LS3-1)
Disciplinary Core Ideas
Crosscutting Concepts
LS3.A: Inheritance of Traits
Structure and Function
§ Genes are located in the chromosomes of cells,
§ Complex and microscopic structures and systems
with each chromosome pair containing two variants
can be visualized, modeled, and used to describe
of each of many distinct genes. Each distinct gene
how their function depends on the shapes, compochiefly controls the production of specific proteins,
sition, and relationships among its parts; therefore,
which in turn affects the traits of the individual.
complex natural and designed structures/systems
Changes (mutations) to genes can result in changcan be analyzed to determine how they function.
es to proteins, which can affect the structures and
(MS-LS3-1)
functions of the organism and thereby change traits.
(MS-LS3-1)
LS3.B: Variation of Traits
§ In addition to variations that arise from sexual reproduction, genetic information can be altered because
of mutations. Though rare, mutations may result in
changes to the structure and function of proteins.
Some changes are beneficial, others harmful, and
some neutral to the organism. (MS-LS3-1)
Connections to other DCIs in this grade-band: MS.LS1.A (MS-LS3-1)
Articulation across grade-bands: 3.LS3.A (MS-LS3-1); 3.LS3.B (MS-LS3-1); HS.LS1.A (MS-LS3-1); HS.LS1.B (MS-LS3-1); HS.LS3.A (MS-LS3-1); HS.LS3-B (MS-LS3-1)
*T he performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel.
***Multiple DCIs show supplemental DCIs with three asterisks at the end of the DCI description. These are core ideas from other science disciplines that are important to understanding the DCI.
The section titled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.
188 | Grade-Level Standards
Grade Seven: Discipline Specific Course Model
MS-LS3 Heredity: Inheritance and Variation of Traits
California Common Core State Standards Connections:
ELA/Literacy –
Cite specific textual evidence to support analysis of science and technical texts. (MS-LS3-1)
RST.6–8.1
RST.6–8.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context
relevant to grades 6–8 texts and topics. (MS-LS3-1)
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram,
RST.6–8.7
model, graph, or table). (MS-LS3-1)
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-LS3-1)
SL.8.5
*T he performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel.
***Multiple DCIs show supplemental DCIs with three asterisks at the end of the DCI description. These are core ideas from other science disciplines that are important to understanding the DCI.
The section titled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.
Grade Seven: Discipline Specific Course Model
Grade-Level Standards | 189
MS-LS3 Heredity: Inheritance and Variation of Traits
MS-LS3 Heredity: Inheritance and Variation of Traits
Students who demonstrate understanding can:
MS-LS3-2.
Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in
offspring with genetic variation. [Clarification Statement: Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the
cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.]
The performance expectation(s) above were developed using the following elements from the NRC document A Framework for K–12 Science Education:
Science and Engineering Practices
Developing and Using Models
Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to
describe, test, and predict more abstract phenomena
and design systems.
§ Develop and use a model to describe phenomena.
(MS-LS3-2)
Disciplinary Core Ideas
Crosscutting Concepts
LS1.B: Growth and Development of Organisms
Cause and Effect
§ Organisms reproduce, either sexually or asexually,
§ Cause and effect relationships may be used to preand transfer their genetic information to their offdict phenomena in natural systems. (MS-LS3-2)
spring. (secondary to MS-LS3-2)
LS3.A: Inheritance of Traits
§ Variations of inherited traits between parent and offspring arise from genetic differences that result from
the subset of chromosomes (and therefore genes)
inherited. (MS-LS3-2)
LS3.B: Variation of Traits
§ In sexually reproducing organisms, each parent
contributes half of the genes acquired (at random)
by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one
acquired from each parent. These versions may be
identical or may differ from each other. (MS-LS3-2)
Connections to other DCIs in this grade-band:
Articulation across grade-bands: 3.LS3.A (MS-LS3-2); 3.LS3.B (MS-LS3-2); HS.LS1.B (MS-LS3-2); HS.LS3.A (MS-LS3-2); HS.LS3-B (MS-LS3-2)
*T he performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel.
***Multiple DCIs show supplemental DCIs with three asterisks at the end of the DCI description. These are core ideas from other science disciplines that are important to understanding the DCI.
The section titled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.
190 | Grade-Level Standards
Grade Seven: Discipline Specific Course Model
MS-LS3 Heredity: Inheritance and Variation of Traits
California Common Core State Standards Connections:
ELA/Literacy –
RST.6–8.1
Cite specific textual evidence to support analysis of science and technical texts. (MS-LS3-2)
RST.6–8.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context
relevant to grades 6–8 texts and topics. (MS-LS3-2)
RST.6–8.7
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram,
model, graph, or table). (MS-LS3-2)
SL.8.5
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-LS3-2)
Mathematics –
MP.4
Model with mathematics. (MS-LS3-2)
6.SP.5.a–d
Summarize numerical data sets in relation to their context. (MS-LS3-2)
*T he performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel.
***Multiple DCIs show supplemental DCIs with three asterisks at the end of the DCI description. These are core ideas from other science disciplines that are important to understanding the DCI.
The section titled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.
Grade Seven: Discipline Specific Course Model
Grade-Level Standards | 191
MS-LS4 Biological Evolution: Unity and Diversity
MS-LS4 Biological Evolution: Unity and Diversity
Students who demonstrate understanding can:
MS-LS4-1.
Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. [Clarification Statement: Emphasis is on finding patterns of changes
in the level of complexity of anatomical structures in organisms and the chronological order of fossil appearance in the rock layers.] [Assessment Boundary:
Assessment does not include the names of individual species or geological eras in the fossil record.]
Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fosMS-LS4-2.
sil organisms to infer evolutionary relationships. [Clarification Statement: Emphasis is on explanations of the evolutionary relationships among organisms in
terms of similarity or differences of the gross appearance of anatomical structures.]
Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships
MS-LS4-3.
not evident in the fully formed anatomy. [Clarification Statement: Emphasis is on inferring general patterns of relatedness among embryos of different
organisms by comparing the macroscopic appearance of diagrams or pictures.] [Assessment Boundary: Assessment of comparisons is limited to gross
appearance of anatomical structures in embryological development.]
Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of survivMS-LS4-4.
ing and reproducing in a specific environment. [Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning to
construct explanations.]
Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
MS-LS4-5.
[Clarification Statement: Emphasis is on synthesizing information from reliable sources about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal husbandry, gene therapy); and on the impacts these technologies have on society as well as the technologies
leading to these scientific discoveries.]
Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations
MS-LS4-6.
over time. [Clarification Statement: Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations
of trends in changes to populations over time.] [Assessment Boundary: Assessment does not include Hardy Weinberg calculations.]
The performance expectation(s) above were developed using the following elements from the NRC document A Framework for K–12 Science Education:
*T he performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel.
***Multiple DCIs show supplemental DCIs with three asterisks at the end of the DCI description. These are core ideas from other science disciplines that are important to understanding the DCI.
The section titled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.
192 | Grade-Level Standards
Grade Seven: Discipline Specific Course Model
MS-LS4 Biological Evolution: Unity and Diversity
Science and Engineering Practices
Disciplinary Core Ideas
Analyzing and Interpreting Data
LS4.A: Evidence of Common Ancestry and Diversity
Analyzing data in 6–8 builds on K–5 experiences
§ The collection of fossils and their placement in
and progresses to extending quantitative analysis to
chronological order (e.g., through the location of
investigations, distinguishing between correlation and
the sedimentary layers in which they are found or
causation, and basic statistical techniques of data and
through radioactive dating) is known as the fossil
error analysis.
record. It documents the existence, diversity, extinc§ Analyze displays of data to identify linear and nontion, and change of many life forms throughout the
linear relationships. (MS-LS4-3)
history of life on Earth. (MS-LS4-1)
§ Analyze and interpret data to determine similarities
***Supplemental DCI ESS1.C, ESS2.B
and differences in findings. (MS-LS4-1)
§ Anatomical similarities and differences between varUsing Mathematics and Computational Thinking
ious organisms living today and between them and
Mathematical and computational thinking in 6–8 builds
organisms in the fossil record, enable the reconon K–5 experiences and progresses to identifying
struction of evolutionary history and the inference of
patterns in large data sets and using mathematical
lines of evolutionary descent. (MS-LS4-2)
concepts to support explanations and arguments.
***Supplemental DCI ESS1.C
§ Use mathematical representations to support scien- § Comparison of the embryological development of
tific conclusions and design solutions. (MS-LS4-6)
different species also reveals similarities that show
Constructing Explanations and Designing Solutions
relationships not evident in the fully formed anatoConstructing explanations and designing solutions
my. (MS-LS4-3)
in 6–8 builds on K–5 experiences and progresses
LS4.B: Natural Selection
§ Natural selection leads to the predominance of
to include constructing explanations and designing
certain traits in a population, and the suppression of
solutions supported by multiple sources of evidence
others. (MS-LS4-4)
consistent with scientific ideas, principles, and theories.
§ Apply scientific ideas to construct an explanation for § In artificial selection, humans have the capacity to
real-world phenomena, examples, or events. (MSinfluence certain characteristics of organisms by
LS4-2)
selective breeding. One can choose desired parental
§ Construct an explanation that includes qualitative
traits determined by genes, which are then passed
or quantitative relationships between variables that
on to offspring. (MS-LS4-5)
describe phenomena. (MS-LS4-4)
Crosscutting Concepts
Patterns
§ Patterns can be used to identify cause and effect
relationships. (MS-LS4-2)
§ Graphs, charts, and images can be used to identify
patterns in data. (MS-LS4-1), (MS-LS4-3)
Cause and Effect
§ Phenomena may have more than one cause, and
some cause and effect relationships in systems can
only be described using probability. (MS-LS4-4),
(MS-LS4-5), (MS-LS4-6)
Connections to Engineering, Technology,and
Applications of Science
Interdependence of Science, Engineering, and
Technology
§ Engineering advances have led to important discoveries in virtually every field of science, and scientific
discoveries have led to the development of entire
industries and engineered systems. (MS-LS4-5)
Connections to Nature of Science
Scientific Knowledge Assumes an Order and
Consistency in Natural Systems
§ Science assumes that objects and events in natural
systems occur in consistent patterns that are understandable through measurement and observation.
(MS-LS4-1), (MS-LS4-2)
*T he performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel.
***Multiple DCIs show supplemental DCIs with three asterisks at the end of the DCI description. These are core ideas from other science disciplines that are important to understanding the DCI.
The section titled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.
Grade Seven: Discipline Specific Course Model
Grade-Level Standards | 193
MS-LS4 Biological Evolution: Unity and Diversity
Obtaining, Evaluating, and Communicating Information LS4.C: Adaptation
§ Adaptation by natural selection acting over generObtaining, evaluating, and communicating information
ations is one important process by which species
in 6–8 builds on K–5 experiences and progresses to
change over time in response to changes in envievaluating the merit and validity of ideas and methods.
§ Gather, read, and synthesize information from mulronmental conditions. Traits that support successful
tiple appropriate sources and assess the credibility,
survival and reproduction in the new environment
accuracy, and possible bias of each publication and
become more common; those that do not become
methods used, and describe how they are supported
less common. Thus, the distribution of traits in a
population changes. (MS-LS4-6)
or not supported by evidence. (MS-LS4-5)
Science Addresses Questions About the Natural and
Material World
§ Science knowledge can describe consequences of
actions but does not make the decisions that society takes. (MS-LS4-5)
Connections to Nature of Science
Scientific Knowledge is Based on Empirical Evidence
§ Science knowledge is based upon logical and conceptual connections between evidence and explanations. (MS-LS4-1)
California Environmental Principles and Concepts aligned to the CA NGSS: (MS-LS4-1), (MS-LS4-2), (MS-LS4-6)
Principle II: The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.
Connections to other DCIs in this grade-band: MS.LS2.A (MS-LS4-3), (MS-LS4-6); MS.LS2.C (MS-LS4-6); MS.LS3.A (MS-LS4-2), (MS-LS4-3); MS.LS3.B (MS-LS4-2),
(MS-LS4-3), (MS-LS4-6); MS.ESS1.C (MS-LS4-1), (MS-LS4-2), (MS-LS4-6); MS.ESS2.B (MS-LS4-1)
Articulation across grade-bands: 3.LS3.B (MS-LS4-4); 3.LS4.A (MS-LS4-1), (MS-LS4-2); 3. LS4.B (MS-LS4-4); 3.LS4.C (MS-LS4-6); HS.LS2.A (MS-LS4-4), (MS-LS4-6);
HS.LS2.C (MS-LS4-6); HS.LS3.B (MS-LS4-4), (MS-LS4-5), (MS-LS4-6); HS.LS4.A (MS-LS4-1), (MS-LS4-2), (MS-LS4-3); HS.LS4.B (MS-LS4-4), (MS-LS4-6); HS.LS4.C
(MS-LS4-4), (MS-LS4-5), (MS-LS4-6); HS.ESS1.C (MS-LS4-1), (MS-LS4-2)
*T he performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel.
***Multiple DCIs show supplemental DCIs with three asterisks at the end of the DCI description. These are core ideas from other science disciplines that are important to understanding the DCI.
The section titled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.
194 | Grade-Level Standards
Grade Seven: Discipline Specific Course Model
MS-LS4 Biological Evolution: Unity and Diversity
California Common Core State Standards Connections:
ELA/Literacy –
Cite specific textual evidence to support analysis of science and technical texts. (MS-LS4-1), (MS-LS4-2), (MS-LS4-3), (MS-LS4-4), (MS-LS4-5)
RST.6–8.1
RST.6–8.7
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-LS4-1), (MS-LS4-3)
Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the
RST.6–8.9
same topic. (MS-LS4-3), (MS-LS4-4)
WHST.6–8.2.a–f Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. (MS-LS4-2),
(MS-LS4-4)
Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and acWHST.6–8.8
curacy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
CA (MS-LS4-5)
Draw evidence from informational texts to support analysis, reflection, and research. (MS-LS4-2), (MS-LS4-4)
WHST.6–8.9
SL.8.1.a–d
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and
issues, building on others’ ideas and expressing their own clearly. (MS-LS4-2), (MS-LS4-4)
Present claims and findings (e.g., argument, narrative, response to literature presentations), emphasizing salient points in a focused, coherent manner
SL.8.4
with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. CA
a. Plan and present a narrative that: establishes a context and point of view, presents a logical sequence, uses narrative techniques (e.g., dialogue,
pacing, description, sensory language), uses a variety of transitions, and provides a conclusion that reflects the experience. CA (MS-LS4-2), (MSLS4-4)
Mathematics –
Model with mathematics. (MS-LS4-6)
MP.4
6.RP.1
Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to
beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received
nearly three votes.” (MS-LS4-4), (MS-LS4-6)
Recognize and represent proportional relationships between quantities. (MS-LS4-4), (MS-LS4-6)
7.RP.2.a–d
6.SP.5.b
Summarize numerical data sets in relation to their context. (MS-LS4-4), (MS-LS4-6)
6.EE.6
Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent
an unknown number, or, depending on the purpose at hand, any number in a specified set. (MS-LS4-1), (MS-LS4-2)
*T he performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel.
***Multiple DCIs show supplemental DCIs with three asterisks at the end of the DCI description. These are core ideas from other science disciplines that are important to understanding the DCI.
The section titled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.
Grade Seven: Discipline Specific Course Model
Grade-Level Standards | 195
MS-ETS1 Engineering Design
MS-ETS1 Engineering Design
Students who demonstrate understanding can:
MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be
combined into a new solution to better meet the criteria for success.
MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be
achieved.
The performance expectation(s) above were developed using the following elements from the NRC document A Framework for K–12 Science Education:
Science and Engineering Practices
Asking Questions and Defining Problems
Asking questions and defining problems in grades 6–8
builds on grades K–5 experiences and progresses to
specifying relationships between variables, and clarifying arguments and models.
§ Define a design problem that can be solved through
the development of an object, tool, process, or system and includes multiple criteria and constraints,
including scientific knowledge that may limit possible solutions. (MS-ETS1-1)
Developing and Using Models
Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to
describe, test, and predict more abstract phenomena
and design systems.
§ Develop a model to generate data to test ideas
about designed systems, including those representing inputs and outputs (MS-ETS1-4)
Disciplinary Core Ideas
Crosscutting Concepts
ETS1.A: Defining and Delimiting Engineering Problems Influence of Science, Engineering, and Technology on
§ The more precisely a design task’s criteria and con- Society and the Natural World
straints can be defined, the more likely it is that the § All human activity draws on natural resources and
has both short and long-term consequences, posidesigned solution will be successful. Specification of
tive as well as negative, for the health of people and
constraints includes consideration of scientific printhe natural environment. (MS-ETS1-1)
ciples and other relevant knowledge that are likely to
§ The uses of technologies and limitations on their
limit possible solutions. (MS-ETS1-1)
use are driven by individual or societal needs,
ETS1.B: Developing Possible Solutions
§ A solution needs to be tested, and then modified on
desires, and values; by the findings of scientific
the basis of the test results, in order to improve it.
research; and by differences in such factors as cli(MS-ETS1-4)
mate, natural resources, and economic conditions.
§ There are systematic processes for evaluating
(MS-ETS1-1)
solutions with respect to how well they meet the
criteria and constraints of a problem. (MS-ETS1-2),
(MS-ETS1-3)
§ Sometimes parts of different solutions can be combined to create a solution that is better than any of
its predecessors. (MS-ETS1-3)
*T he performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel.
***Multiple DCIs show supplemental DCIs with three asterisks at the end of the DCI description. These are core ideas from other science disciplines that are important to understanding the DCI.
The section titled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.
196 | Grade-Level Standards
Grade Seven: Discipline Specific Course Model
MS-ETS1 Engineering Design
Analyzing and Interpreting Data
Analyzing data in 6–8 builds on K–5 experiences
and progresses to extending quantitative analysis to
investigations, distinguishing between correlation and
causation, and basic statistical techniques of data and
error analysis.
§ Analyze and interpret data to determine similarities
and differences in findings. (MS-ETS1-3)
Engaging in Argument from Evidence
Engaging in argument from evidence in 6–8 builds
on K–5 experiences and progresses to constructing a
convincing argument that supports or refutes claims for
either explanations or solutions about the natural and
designed world.
§ Evaluate competing design solutions based on
jointly developed and agreed-upon design criteria.
(MS-ETS1-2)
§ Models of all kinds are important for testing solutions. (MS-ETS1-4)
ETS1.C: Optimizing the Design Solution
§ Although one design may not perform the best
across all tests, identifying the characteristics of
the design that performed the best in each test can
provide useful information for the redesign process—that is, some of those characteristics may be
incorporated into the new design. (MS-ETS1-3)
§ The iterative process of testing the most promising
solutions and modifying what is proposed on the
basis of the test results leads to greater refinement
and ultimately to an optimal solution. (MS-ETS1-4)
California Environmental Principles and Concepts aligned to the CA NGSS: (MS-ETS1-3)
Principle V: Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.
Connections to MS-ETS1.A: Defining and Delimiting Engineering Problems include:
Physical Science: MS-PS3-3
Connections to MS-ETS1.B: Developing Possible Solutions Problems include:
Physical Science: MS-PS1-6, MS-PS3-3, Life Science: MS-LS2-5
Connections to MS-ETS1.C: Optimizing the Design Solution include:
Physical Science: MS-PS1-6
Articulation of DCIs across grade-bands: 3–5.ETS1.A (MS-ETS1-1), (MS-ETS1-2), (MS-ETS1-3); 3–5.ETS1.B (MS-ETS1-2), (MS-ETS1-3), (MS-ETS1-4); 3–5.ETS1.C (MSETS1-2), (MS-ETS1-3), (MS-ETS1-4); HS.ETS1.A (MS-ETS1-1), (MS-ETS1-2); HS.ETS1.B (MS-ETS1-1), (MS-ETS1-2), (MS-ETS1-3), (MS-ETS1-4); HS.ETS1.C (MS-ETS1-3),
(MS-ETS1-4)
*T he performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel.
***Multiple DCIs show supplemental DCIs with three asterisks at the end of the DCI description. These are core ideas from other science disciplines that are important to understanding the DCI.
The section titled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.
Grade Seven: Discipline Specific Course Model
Grade-Level Standards | 197
MS-ETS1 Engineering Design
California Common Core State Standards Connections:
ELA/Literacy –
RST.6–8.1
Cite specific textual evidence to support analysis of science and technical texts. (MS-ETS1-1), (MS-ETS1-2), (MS-ETS1-3)
RST.6–8.7
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram,
model, graph, or table). (MS-ETS1-3)
RST.6–8.9
Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same
topic. (MS-ETS1-2), (MS-ETS1-3)
WHST.6–8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related,
focused questions that allow for multiple avenues of exploration. (MS-ETS1-2)
WHST.6–8.8 Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. CA
(MS-ETS1-1)
WHST.6–8.9 Draw evidence from informational texts to support analysis, reflection, and research. (MS-ETS1-2)
SL.8.5
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. For example: If a woman
making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a
towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate
can be used as a check on the exact computation. (MS-ETS1-4)
Mathematics –
MP.2
Reason abstractly and quantitatively. (MS-ETS1-1), (MS-ETS1-2), (MS-ETS1-3), (MS-ETS1-4)
7.EE.3
Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the
reasonableness of answers using mental computation and estimation strategies. (MS-ETS1-1), (MS-ETS1-2), (MS-ETS1-3)
7.SP.7.a, b
Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not
good, explain possible sources of the discrepancy. (MS-ETS1-4)
*T he performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
**California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel.
***Multiple DCIs show supplemental DCIs with three asterisks at the end of the DCI description. These are core ideas from other science disciplines that are important to understanding the DCI.
The section titled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.
198 | Grade-Level Standards
Grade Seven: Discipline Specific Course Model